The 11Th Grade Course In The Social Studies Recommended Curriculum Has A Broad Chronological Scope

Delaware Recommended Curriculum U.S. History 1850 - 1990 The 11th grade course in the Social Studies Recommended Curriculum has a broad chronological scope. Instruction in American history uses Delaware and the United States as a context. Since civics, geography, and economics instruction is expected during this grade, the historical timeframe in which instruction takes place must have a wide range. Students will develop skills of historical inquiry, such as reconciling conflicting claims and evaluating the reliability of narrative accounts.

A student should know historical chronology in such a way as to be able to situate people, laws, and events in Social Studies Standards measured in the appropriate timeframes. For example, from 1850 to U.S. History EOC assessment 1990, there was a Civil War, Reconstruction in the South, Civics 2a Civics 2b the settlement of the West, the rise of industrialization Economics 1a Economics 2a and urbanization, a labor movement, overseas Geography 1a Geography 3a expansion, the rise of segregation, two world wars, a History 1a History 2a Cold War, the rise of the Third World, the end of History 2b History 3a colonialism, a Great Depression, the expansion of civil liberties, conflict in Korea and Vietnam, economic uncertainty, increasing technological change, globalization. A student should be able to sequence all of these major trends and events within the 1850-1990 timeframe. An organized mental framework of events, people, trends, and other historical phenomena is essential to understanding, evaluating, and constructing historical interpretations.

This course recommends lessons1 from the Stanford University History Education Group’s Reading Like a Historian curriculum which engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents modified for groups of students with diverse reading skills and abilities.

Students learn to investigate historical questions employing literacy strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on issues, and make historical claims backed by documentary evidence.

Lessons from the Reading Like a Historian curriculum generally follow a three-part structure: 1. Establish or review relevant historical background knowledge and pose the central historical question. Each lesson approaches background knowledge differently. While establishing background knowledge is important, it's only a first step in the inquiry process, and shouldn't extend beyond opening the lesson. This content introduces and frames the central historical question, motivating students to investigate the documents for that lesson.

2. Students read documents, then answer guiding questions or complete a graphic organizer. Documents address the central historical question; most lessons use two or more documents with conflicting perspectives or accounts. The curriculum offers four basic lesson structures:

1 Lessons are also recommended from other reputable sources, including the Delaware Public Archives, the Delaware Recommended Curriculum, and the National Council for Economic Education.

U.S. History Syllabus DRAFT Page 1 Delaware Recommended Curriculum U.S. History 1850 - 1990  Opening up the Textbook (OUT): In these lessons, students examine two documents: the textbook and a historical document that challenges or expands the textbook's account.  Cognitive Apprenticeship: These lessons are based on a theory that cognitive skills must be visible in order for students to learn how to practice them. Here, a teacher explicitly models historical reading skills (sourcing, contextualization, corroboration, close reading). The full sequence begins with cognitive modeling, followed by teacher-led guided practice, and ultimately independent student practice.  Inquiry: Students investigate historical questions, evaluate evidence, construct historical claims, and develop hypotheses through analyzing sets of documents.  Structured Academic Controversy (SAC): For these lessons, students work in pairs and then teams as they explore a historical question. After taking opposing positions on a question, they try to arrive at a consensus or at least clarify their differences.

3. Whole-class discussion about a central historical question using documentary evidence to support claims. Students practice historical thinking skills, articulate claims and defend them with evidence from the documents. Students see that history is open to multiple interpretations, and that the same piece of evidence can support conflicting claims.

Instructor Notes  Instructional resources are available for each time period studied. Teachers should note that not every resource should be used – there is not enough time. Rather, teachers should select lessons that best fit the students and goals of the department or school.  Assessment Resources for each time period were developed by the Stanford History Education Group. These assessments capture students’ knowledge in action – rather than recall of discrete facts. Short written responses provide a window to what students think – the information teachers need to make instructional adjustments. These assessments closely align with the expectations of the Common Core State Standards.  The syllabus calls for 34 weeks of instruction to allow time for pacing changes.

These videos linked below demonstrate the use of the instructional resources in classrooms.  Reading Like a Historian: Overview  Reading Like a Historian: Sourcing Follow along as students study original documents to determine whether the source is believable.  Reading Like a Historian: Contextualization See how the teacher scaffolds learning as students develop their understanding of context.  Reading Like a Historian: Corroboration Students use books, documents, and images to determine reliability and bias.

U.S. History Syllabus DRAFT Page 2 Delaware Recommended Curriculum U.S. History 1850 - 1990

Week 1 Students recognize skills of historical inquiry that are used regularly, such Introduction as reconciling conflicting claims and evaluating the reliability of narrative accounts. How to Think Historically Lunchroom Fight Snapshot Autobiography Evaluating Sources Make Your Case Lunchroom Fight II

Weeks 2-5 Instructional Resources Civil War and Reconstruction John Brown History 3a (1850 – 1877) Emancipation Proclamation History 2b, History 3a Abraham Lincoln SAC History 2b, History 3a Reconstruction brought important changes including an end to Radical Reconstruction History 2a slavery, enfranchisement and Sharecropping History 2b, History 3a greater autonomy for freedmen. Effectiveness of the Freedmen’s Bureau History 3a However, political and economic inequality remained a fact of life Reconstruction SAC History 2b, History 3a for African Americans, particularly Reconstruction History 1a, History 2b after the withdrawal of federal troops from the South.

Interpretations of Reconstruction Assessment Resources range from highly critical to a Gardner's Civil War Photography recognition of its significant achievements. There is general John Brown’s Legacy agreement that Reconstruction Reconstruction Riots was a period of remarkable effort A Perspective on Slavery undermined by white Southerners and a disinterested Northern Antebellum South electorate. Legal, political and The KKK in the 1870s economic opportunities would be delayed for another century. Post-Civil War South President Grant and Horace Greeley

Weeks 6-9 Instructional Resources Industrialization and Urbanization Industrial Development History 1a (1880 – 1920) Worker Safety and the Triangle Shirtwaist Fire Legacy Economics 1a Labor Unions and Working Conditions: United We Stand History 2a The U.S. underwent a massive transformation in the closing Chinese Immigration and Exclusion History 2b, History 3a th decades of the 19 century that Homestead Strike History 2b, History 3a involved the maturation of its industrial economy, intense labor Pullman Strike History 2b, History 3a conflict, and increasing Albert Parsons SAC History 2b, History 3a immigration and urbanization. Let Freedom Ring History 1a Close Reading: The Gospel of Wealth History 3a Urban populations grew rapidly, 2 offering economic opportunities Growth of the U.S. Economy After the Civil War Economics 2a, History 1a and improving living conditions. The Demand for Immigrants3 Economics 1a As cities grew, they rose in the Mexican Labor in the 1920s History 2b, History 3a hierarchy. Many cities showed unplanned patterns of growth. Assessment Resources Innovations in technology in Unions in Paterson, New Jersey transportation, communication, 1877 Railroad Strike agriculture and manufacturing led to increases in the standard of Anarchism and the Haymarket Affair living. Immigration changed the Haymarket Aftermath demographics of the United States. Standard Oil Company Rockefeller The collective bargaining process Edison and the Kansas Housewife and evolution of unions and Labor Movement in the 1930s organized labor improved standards of living, wages, and working conditions.

2 Focus: Understanding Economics in U.S. History, Lesson 21, found on the Virtual Economics® CD-ROM. To obtain this instructional resource developed by the Council for Economic Education, visit http://ve.councilforeconed.org or contact Scott Bacon at the University of Delaware’s Center for Economic Education and Entrepreneurship. 3 Focus: Understanding Economics in U.S. History, Lesson 22

Weeks 10-13 Instructional Resources Progressivism (1890 – 1920) Political Bosses History 2a

The Progressive era witnessed Jacob Riis History 2a significant changes including the Booker T. Washington vs. W.E.B. Dubois History 2a births of the modern business Background on Woman Suffrage History 2a corporation, modern politics, the Anti-Suffragists History 2a modern presidency, a modern Money Panics and the Establishment of the Federal Reserve4 Economics 2a vision of the international order, 5 and modern consumer capitalism. Bigger is Better: The Economics of Mass Production Economics 1a Settlement House Movement SAC History 2b, History 3a Progressives influence legislation Japanese Segregation in San Francisco History 2a and constitutional amendments, Populism and the Election of 1896 History 1a while political parties take Chicago Race Riots of 1919 History 1a progressive ideas. Progressivism was a response to problems of industrialization and urbanization. Assessment Resources Historians have disagreed over The Role of Women whether progressivism was a large scale “movement,” who was Photographs of Working Children behind it, and why. Riis's Urban Photography Women's Rights Immigration The Conservation Movement

4 Focus: Understanding Economics in U.S. History, Lesson 28, found on the Virtual Economics® CD-ROM. To obtain this instructional resource developed by the Council for Economic Education, visit http://ve.councilforeconed.org or contact Scott Bacon at the University of Delaware’s Center for Economic Education and Entrepreneurship. 5 Focus: Understanding Economics in U.S. History, Lesson 23

Weeks 14-17 Instructional Resources American Overseas Expansion Maine Explosion (1890 – 1920) Spanish-American War Philippine-American War Political Cartoons The United States territorial expansion overseas at the turn of Soldiers in the Philippines the 20th century signaled the rise of the United States as a world power.

Americans had opposing Assessment Resources viewpoints and motives for Opposition to the Philippine-American War engaging in expansion overseas. Connections to the Philippine-American War Others refer to the expansion as justified by economic, political, American Imperialism ideological, and military necessity). Explosion of the USS Maine

Historians have debated whether the transition from continental based expansion to overseas expansion marked a departure from or continuation of U.S. policy.

Weeks 18-21 Instructional Resources The Great Depression and the Measuring the Great Depression Economics 2a New Deal The New Deal History 1a (1929 – 1940) Social Security History 3a

Increasing technological change, New Deal SAC History 2b, History 3a an economic depression, and an Text-Based Writing: FDR’s Bank Holiday Speech Economics 2a environmental disaster caused The Dust Bowl History 1a major demographic shifts. These shifts altered population patterns and impacted people’s standard of Assessment Resources living. Migrant Mother The Great Depression and New Labor History Deal redefined the role of Breadlines in the 1930s government and produced legislation that reshaped the Lange's Iconic Photograph modern U.S. economy.

U.S. History Syllabus DRAFT Page 6 Delaware Recommended Curriculum U.S. History 1850 - 1990 Weeks 22 – 23 Instructional Resources

Entry into the Second World War FDR and the Lend-Lease Act Civics 2b (1941-1946) Rationing Economics 1a American Persuasion History 2b The U.S. emerged from its defense of democracy in the Second World Changing Gender Roles History 2a War as a world superpower. Japanese Internment History 2b, History 3a Atomic Bomb History 3a While the U.S. defended 6 democratic principles abroad, it Women in the U.S. Workforce Economics 1a, History 1a continued to deny some at home. When the Boys Came Marching Home7 Economics 2a U.S. entry into the Second World War caused changes in the labor force, the roles of women, and African Americans in the military. Assessment Resources Appeasement at Munich Goods and services were rationed, Japanese Internment while the U.S. government worked to persuade Americans to help in Evacuating Japanese Americans the war effort.

Weeks 24 - 25 Instructional Resources Cold War and Containment Cold War History 2b (1945 – 1970) Cuban Missile Crisis History 1a Korean War History 3a American foreign policy targets Gulf of Tonkin History 2a communism, leading to conflict in The Cold War History 2b Korea and Vietnam. Anti-Vietnam War Movement History 1a The alliance between the U.S. and Cold War in Guatemala History 1a Soviet Union during the Second Truman and MacArthur History 3a World War dissolved in the face of competing visions for the postwar world. Hostilities between the superpowers continued for nearly Assessment Resources half a century. Cold War Foreign Policy

Historians have debated whether one side was to blame for the Cold War, or it was the inevitable result of tensions between the world’s two most powerful nations.

6 Focus: Understanding Economics in U.S. History, Lesson 34, found on the Virtual Economics® CD-ROM. To obtain this instructional resource, developed by the Council for Economic Education, visit http://ve.councilforeconed.org or contact Scott Bacon at the University of Delaware’s Center for Economic Education and Entrepreneurship. 7 Focus: Understanding Economics in U.S. History, Lesson 33

Weeks 26-29 Instructional Resources Expansion of Civil Liberties Integration of the U.S. Armed Forces History 1a (1950 - 1970) Desegregation in Delaware Civics 2b School Integration History 1a, Civics 2b Historical Research: Montgomery Bus Boycott History 2a Begin a National History Day project. Women in the 1950s History 3a Great Society History 3a

Approaches to ending racial Civil Rights Act of 1964 History 2a segregation include legislation, The Economics of Racial Discrimination8 Economics 1a reform movements, non-violence and violence. These approaches, and judicial reinterpretations of amendments, contributed to significant gains for minorities Assessment Resources during the Civil Rights era. But the Civil Rights Movement in Context goal of full equality remains Women's Rights unfulfilled. Nashville Riot Historians disagree about when the Civil Rights Movement started, the emphasis placed on Civil Rights leaders, and the centrality of nonviolent protest in affecting change.

8 Focus: Understanding Economics in U.S. History, Lesson 35, found on the Virtual Economics® CD-ROM. To obtain this instructional resource, developed by the Council for Economic Education, visit http://ve.councilforeconed.org or contact Scott Bacon at the University of Delaware’s Center for Economic Education and Entrepreneurship.

Weeks 30-34 Instructional Resources Building Contemporary America President Reagan and the Cold War History 2a (1960 – 1990) Executive Power in Times of Crisis; Lesson Plan History 1a, Civics 2b

Building Suburbia: Highways and Housing in Postwar America Geography 3a, Historical Research: Complete a History 1a National History Day project. The Knowledge and Technology-Based Economy of Today9 Economics 2a

10 Demographic changes include new The No-Good Seventies Economics 2a urban patterns (suburbs, cities); new population patterns that result from technology and Assessment Resources economic change; and increasing connections in transportation and The Conservation Movement communication.

The powers of the Presidency have changed over time, increasing the use of executive orders and direct intervention without consent of Congress.

The U.S. continues to face international dangers in the modern era but terrorism has replaced communism as the dominant threat.

The globalization of business, the change from a manufacturing economy to a services economy, and a revolution in information technologies have given birth to a new economy that present opportunities and challenges for the U.S. economy.

9 Focus: Understanding Economics in U.S. History, Lesson 38 10 Focus: Understanding Economics in U.S. History, Lesson 36

U.S. History Syllabus DRAFT Page 9